Berea College Quality Assurance System Report Fall 2016

Berea College Quality Assurance System Report Fall 2016

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5.1 The provider’s quality assurance system is comprised of multiple measures that can monitor

candidate progress, completer achievements, and provider operational effectiveness.

Evidence demonstrates that the provider satisfies all CAEP standards. DEVELOPED

The Education Studies Program (EDS) at Berea College has a coordinated and comprehensive system in

place to ensure that teacher preparation graduates candidates who are compassionate, effective, and

dedicated to children and youth. While the most significant elements of this system are formalized, some

of the aspects are still in the design stage and will be implemented before the 2017/2018 Academic Year.

Measures for Candidate Progress

The Quality Assurance System tracks candidate progress from pre-admission through completion and are

outlined in Table 1. A guide for candidates is found in Table 2 that provides information regarding all

EPP-wide assessments, their purpose, when they occur, and what is being evaluated. Candidates must

satisfy all criteria in one stage to progress to the following stage. In instances where candidates are found

to have insufficient performance on a criterion, college faculty support candidates via a Teacher

Candidate Support Team (see Teacher Candidate Support Team Policy) to provide remediation where

available. The Teacher Candidate Support Team (TCST) sets specific goals and time frames for

improvement that a candidate must meet in order to remain in their program. Candidates are free to not

proceed with a TCST and leave the teacher education program. Candidates choosing to proceed in a

remediation process with the TCST must satisfy the identified goals within the timeline set forth. In cases

where candidates do not meet the identified goals, the TCST will recommend to the Teacher Education

Committee (TEC) that the candidate be removed from the Teacher Education Program. All Teacher

Candidate Support Team referrals will be tracked as data points for EPP improvement.

Pre-Admission

Candidates must successfully pass the two foundational courses with the grades specified in Table 1. An

initial statewide criminal background check is completed with candidates’ consent. Coursework includes

visits to area schools and required clinical field experiences. Candidates are evaluated on their beginning

professionalism and dispositions related to the clinical experiences. Candidates complete a signature

assignment where they reflect on their clinical experiences, what they have learned about the profession,

and if they see themselves as a future educator.

Application to Teacher Education Program (TEP)

Candidates typically apply to a teacher education program during the second semester of their sophomore

year. For admission to teacher education, candidates must have an overall grade point average (GPA) of

2.75 or 3.0 in the last 30 credits earned. A pre-determined grade in the first two EDS courses must be

earned. Prior to admission, candidates must have taken and passed the Praxis I exam as determined by the

Kentucky Education Professional Standards Board. They write an essay to present their arguments as to

why they want to become a teacher. They give evidence that teaching is the best profession to use their

talents, to have a meaningful life, and to engage their passions. In reading the essays, the Education

faculty are reading in part to learn if candidates have a beginning, but realistic understanding of the many

challenges, yet deep rewards of the profession. Candidates submit two recommendations from faculty

outside of Education Studies. Candidates are also interviewed by several members of the Teacher

Education Committee (TEC). Candidates commit themselves to abide by the Kentucky Code of Ethics.


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Program Progression Upon formal admission to a teacher education program, candidates collaborate with their Education

advisor to draw up a formal Professional Growth Plan I (PGP I). This plan, written with and

supervised/approved by the advisor, is a tool to launch the candidate on independent and lifelong

professional growth and development after the end of formal education. The PGP I considers Danielson’s

Framework for Teaching and the four domains: Planning & Preparation, Classroom Environment,

Instruction, and Professional Responsibilities. The candidate and the advisor map out a plan for the

candidate to take charge of learning and preparation for becoming an effective teacher, thereby laying a

foundation for planning future growth and career development as a professional educator.

While in the program, candidates continue to take courses that present the Kentucky Core Academic

Standards, the Specialized Professional Associations (SPA) Standards, and the Common Core Standards

interwoven into content and pedagogy. Candidates are challenged to increase their knowledge base, to

develop/practice skills in the classroom and in the clinical field setting. EPP courses have signature

assignments linked to Education Studies Learning Outcomes. Candidates learn to assess student learning,

and reflect on their own learning, while learning about the profession of education. Additionally,

candidates are asked to remain cognizant of their dispositions in the college classroom as well as in the

clinical field setting. Candidates are evaluated by college and clinical faculty on academic performance,

professionalism, skill development, application of theory in practice, and dispositions

Candidates review and discuss professionalism, confidentiality, and the Code of Ethics in all classes

containing clinical field experiences. Kentucky Education Professional Standards Board requires all

candidates to complete 200 hours of clinical field experiences prior to student teaching. The clinical work

is embedded into the content and methods courses and evaluated by the clinical faculty and the classroom

instructor. Candidates are expected to write reflections on clinical experiences and time is allotted for in

class debriefings. When time permits, candidates talk with classroom teachers during planning periods

about the teacher’s philosophy, methods, techniques and approaches to classroom practices. Both

candidates and college supervisors complete surveys on selected clinical experiences to gain critical

feedback on both placement sites and mentor teachers.

Application to Student Teaching

To be considered for student teaching, candidates must maintain 2.75 GPA in course work and 2.5 in

major, specialization, collateral and EDS courses. At this point a federal background check is completed.

Candidates submit a philosophy statement demonstrating their developed prospective on the field of

teaching. Candidates plan and teach two contiguous lessons, which are observed by Education Studies

faculty members. The mentor teacher evaluates the candidate’s readiness for Student Teaching. The

candidate must also submit faculty recommendations that indicate they have the requisite content

knowledge to enter student teaching. At Application to Student Teaching the candidate must formally

defend that they have made satisfactory progress on their PGP I and then prepare a revised Professional

Growth Plan (PGP II) for continued focused and intensive learning/work during the student teaching

semester. The advisor will work with the candidate to prepare the PGP II and the candidate will work

with the Cooperating Teacher to monitor success during that semester of student teaching.


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Student Teaching

Student Teachers are evaluated by both their Cooperating Teachers and College Supervisor using the

Kentucky Framework for Teaching. The Cooperating Teacher evaluates the candidate at the mid-point

and end of the placement. The College Supervisor evaluates the candidate at the end of the student

teaching experience. Candidates must receive a score of 2 or better in all areas to complete student

teaching. Upon completion of the student teaching experience candidates submit a comprehensive

portfolio of their work including 1) a Teacher Work Sample, 2) a personal statement detailing the

philosophy of teaching and 3) a revised Professional Growth Plan for the candidates’ first year of

teaching. Additionally, both the candidate and college supervisor complete surveys on each placement

that provide detailed feedback on the quality of the clinical instructor and the placement at large. These

surveys inform retention and recruitment of clinical instructors and sites, as well as professional

development opportunities for K-12 teachers in support of high quality clinical placements.

Induction

Once completers are in the field as in-service teachers, the EDS Program sends out surveys to both

completers and their employers. The Completer Satisfaction Survey is meant to gauge how the completer

perceives the quality of preparation received at Berea College. The purpose of the Employer Survey is to

gauge how well employers feel Berea College prepared candidates to be quality teachers in the context of

their own schools and school districts. Completer case studies will be used to determine the impact of the

Berea College Teacher Education Program on the P-12 students of program completers.

Table 1: Berea College Education Program Quality Assurance System

Stages of Program Criteria

Pre-Admission 1. Candidates enroll in two courses prior to formal admission to a

program:

a. EDS 150 Introduction to Education, and

b. EDS 227 Child Development and School Structure (P-5), or

EDS 228 Adolescent Development and School Structure

(Middle Grades and Secondary Programs), and

c. equivalent in Music / Health and Human Performance

2. Statewide criminal background check is completed

3. Clinical field experience evaluation

4. Signature assignment, reflection on early clinical field experiences

5. Candidates sign a statement that they will abide by the Kentucky

Education Professional Standards Board's Code of Ethics for

Kentucky Educators

Application to

Teacher Education

Program (TEP)

1. Overall GPA of 2.75 (or 3.0 in last 30 credits)

2. Earned C or better in EDS 150

3. Earned B- or better in EDS 227/228 (equivalent)

4. Praxis I: Core Academic Skill for Educators Exam

a. Reading score – 156

b. Writing score – 162

c. Mathematics score – 150

5. “Why I Want to Teach” essay

6. Submit two college faculty recommendations (outside of Education

Studies)


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7. Interviewed by the members of Teacher Education Committee

Program Progression 1. Candidate develops the Professional Growth Plan I (PGP I)

a. Based on Danielson’s Framework for Teaching

b. Education advisor approves plan

c. Candidate demonstrates progress on this PGP I prior to

Student Teaching.

d. To be reviewed at Application to Student Teaching

2. Candidate completes the teacher preparation curriculum

a. Curriculum meets Kentucky Core Academic Standards

b. Curriculum meets Specialized Professional Associations

Standards

c. Curriculum meets Common Core Standards

3. Signature assignments linked to EDS Learning Outcomes

a. For example: lesson and unit planning

4. Candidate surveys on clinical experience.

5. Supervising faculty surveys on clinical experiences.

6. Candidate completes 200 hours of clinical field experiences

a. Candidates review Kentucky Code of Ethics

b. Candidates reflect on clinical experiences

c. Candidates are evaluated on their clinical field experiences

Application to

Student Teaching

1. Candidate must maintain 2.75 GPA in course work and 2.5 in major,

specialization, collateral and EDS courses.

2. Candidate undergoes a federal background check.

3. Candidate writes a philosophy statement.

4. Candidate updates their professional resume.

5. Candidate plans and teaches two contiguous lessons that

are observed by Educations Studies faculty in their final clinical field

placement

6. Candidate submits faculty recommendations from college faculty,

Education Studies faculty and content area program faculty.

7. Review and assess success of PGP I

a. Review and assert success of PGP I.

b. Reviewed with the advisor c. Prepare PGP II for Student Teaching semester.

8. Prepare PGP II for Student Teaching semester, reviewed with the

advisor

Student Teaching 1. Cooperating Teacher observation evaluation

2. Faculty observation evaluation

3. Teacher Work Sample

4. Philosophy Statement

5. PGP III

6. Candidate surveys on clinical experience.

7. Supervising faculty surveys on clinical experiences.

Induction 1. Completer satisfaction survey

2. Employer survey

3. Completer case studies, including

o P-12 student voice surveys on the completer

4. Evidence of student growth, gathered by the completer.


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Note: On all rubrics, a score of 2 or better in all areas is required for satisfactory completion.

Table 2: Berea College Teacher Education Programs Key Assessments: Candidate Guide

Teacher Certification Program Assessments Key Assessment When does this

occur? What is

involved? What does this

evaluate? Why is this used?

Key 1: Praxis I

3rd Term. After

completing practice

tests, sign up for

tutoring if needed to

prepare for Praxis I.

Standardized national

test from Educational

Testing Service.

Students often travel

to Lexington to take a

computerized test in a

secure testing facility.

Very similar to the

ACT/SAT tests.

Basic knowledge that

was learned in high

school as required by

Kentucky Education

Professional Standards

Board (EPSB).

Required by the state

of Kentucky. EDS

faculty believes that

good teachers come

from a wide range of

academic

backgrounds.

Key 2: Application to

Teacher

Education

Program (TEP)

4th Term. After

completing EDS 150

Intro to Education and

EDS 227/228 Child &

Adolescent

Development

(or equivalents in

MUS and HHP).

“Why I want to teach

essay”

Professional Resume

Face to face interview

with Teacher

Education Committee

(TEC) members

Recommendations

Note:

A criminal

background check is

conducted

Required GPA 2.75 or

3.0 in last two years of

coursework

Establishes a baseline

of candidate’s

knowledge and

understanding in the

field of education and

their desire to become

an educator. Areas of

strengths and areas for

growth are identified

and a professional

growth plan is

established with EDS

advisor.

Provides a reflective

process for candidates

to deeply consider if

teaching is a good fit

for them. Allows the

EDS faculty to

identify candidates

who might need

additional support to

achieve their goal to

become a competent

educator.

Key 3:

Professional

Growth Plan I

(PGP I) Progress Review

6th Term. Candidate

meets with EDS

advisor to review

Professional Growth

Plan I to assess

progress.

Candidate and advisor

engage in a face to

face meeting to review

PGP I and overall

progress. If there are

any concerns, a

Candidate Support

Team referral is

indicated.

Progress of the

Professional Growth

Plan I and teacher

dispositions. Also, a

formal check that the

teacher candidate has

the support needed to

be successful and that

there are no referrals

pending.

Formal check that the

candidate is in good

standing, that progress

is being made in all

areas, that the student

is progressing, and

that no candidate is

overlooked.

Key 4: Clinical Practice

Review

7th or 8th Term.

Candidate meets with

faculty in EDS 330

Extended School

Experience, EDS 479

Methods III: Learning

& Assessment, or

EDS 440 Integrated

Curriculum III to

review all clinical

experiences.

Candidate and faculty

engage in a face to

face meeting to assess

strengths and areas for

growth during

intensive pre-

professional term.

There is also an

emphasis on

dispositions, and

professional

behaviors.

Progress over time of

candidate’s growth in

the classroom of skill

in instruction,

pedagogy, and display

of teacher

dispositions.

To ensure that the

candidate enters the

pre-professional term

with focused goals for

learning. The pre-

professional term is an

important incremental

step in the candidate

gaining confidence in

taking on the

responsibility for

whole class

instruction.

Key 5: Praxis II

8th Term. Prior to the

start of student

teaching. Must be

completed soon after

Again, a standardized

national test from

Educational Testing

Service. Students

Content and pedagogy

knowledge learned

from course work and

clinical field

Required by

Kentucky. Candidates

have gained this

knowledge from


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the conclusion of

student teaching. often travel to

Lexington to take a

computerized test in a

secure testing facility.

Very similar to the

ACT/SAT tests.

Allows for reciprocal

state licensure.

experiences. As well

as professional

knowledge including

leadership, inclusion,

adaption, and ethical

behaviors and

educational theories.

multiple sources,

including self-study. It

is important that

candidates take

individual

responsibility for

learning what they

will need to know to

teach well.

Key 6:

Application to

Student Teaching

8th Term. During the

pre-professional term.

Candidates are

engaged in an

intensive clinical field

experience during this

term.

Two Lesson Plans

(observed)

Professional Growth

Plan II

Recommendations

Note:

A federal background

check is conducted

Required GPA 2.5 in

EDS coursework

Candidate’s ability to

plan, to integrate

content, to assess

student learning, their

understanding of goals

and standards.

To ensure that

candidates are

evaluated from

multiple perspectives.

Allows the candidate

to demonstrate

readiness for student

teaching by providing

evidence from

multiple sources.

Key 7: Student

Teaching

Evaluation

9th Term. During

student teaching.

Candidates are given a

mid-term and a final

evaluation by the

Cooperating Teacher

that factors into their

final course grade.

Candidate is evaluated by

the Cooperating Teacher at

the student teaching

placement location. Most

supervisors will sit down

with the candidate and talk

over the evaluation to help

the candidate to grow and

improve over the span of

time.

Candidates overall

content knowledge,

instructional skill, and

professional

dispositions to teach.

Candidates

demonstrate they are

ready to work in a

school environment,

and they demonstrate

maturity to handle the

multiple demands of

the profession.

At a crucial point, the

perspective of a

practicing teacher who

has spent a significant

amount of time

working with the

candidate provides a

professional opinion if

the candidate is ready

to become a teacher.

Key 8: Exit

Portfolio

9th Term. At the

conclusion of student

teaching. The Exit

Portfolio is evaluated

by the college faculty

and is factored into

their Seminar grade.

Philosophy Statement

Resume

Teacher Work Sample

(TWS)

Note:

For the TWS the candidate

collects students’ work and

analyzes student learning.

Teacher Work Sample

Research (TWS)

Project. The TWS

demonstrates the

candidates’ skill and

ability to alter lessons

based on data

collected from own

instruction.

Prepares the candidate

to move on to the next

stage of their career,

employment. The

TWS, allows the

candidate to

demonstrate they are

knowledgeable about

how to evaluate

student learning.

5.2 The provider’s quality assurance system relies on relevant, verifiable, representative,

cumulative and actionable measures, and produces empirical evidence that interpretations of

data are valid and consistent. UNDEVELOPED

All assessments in the Quality Assurance System have been completely rewritten in the last two years or

are under revision in the 16/17 academic year. We are therefore in the beginning stages of establishing

validity and reliability on our assessments. Thus far we have conducted a preliminary Q sort with our

Community of Teachers faculty to establish assessment items relevant to constructs we are attempting to

measure. We anticipate future studies in the 16/17 and 17/18 academic years to provide further evidence

of validity.


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Furthermore, the faculty have begun calibration sessions in an attempt to improve interrater reliability on

all assessments. These sessions involve faculty and clinical teachers independently scoring a common

artifact. In areas where significant disagreement is found, the faculty discuss discrepancies in order to

converge on a shared understanding of how to use each rubric. This process will be repeated until

satisfactory interrater reliability is reached.

5.3 The provider regularly and systematically assesses performance against its goals and

relevant standards, tracks results over time, tests innovations and the effects of selection

criteria on subsequent progress and completion, and uses results to improve program

elements and processes. IN DEVELOPMENT

The EDS program assesses candidate performance against its goals and relevant standards throughout the

program in the stages outlined in Table 1.

The EDS program assesses all program goals, student learning outcomes (see Appendix A), and relevant

standards embedded within EPP assessments as delineated by Table 1 (Table 2 makes the same

information accessible to teacher candidates). Data from each assessment is housed in the EDS Data

Dashboard and reviewed by EDS faculty, the Community of Teachers (COT), and the Teacher Education

Committee (TEC) to determine program revisions, innovations, and direction. Following is a description

of both the COT and the TEC:

Community of Teachers (COT):

This community is a collaboration between EDS faculty and teachers and administrators in partner K-12

schools. It’s purpose it to ensure that the Education Studies Program provides relevant curriculum and

assessments to measure candidate progress and its impact on students. Most specifically, the COT is

meant to help bridge the gap between the Educator Preparation Provider (EPP) and the school. This

community is made up of well-qualified teachers throughout the region who:

Are recognized as good teachers in their school;

Are comfortable in their own teaching practice;

Are able to reflect upon Berea College’s mission and the Education Studies Program

philosophical framework; and who

Are willing to collaborate with other professionals to create and deliver a curriculum of

foundational teaching skills.

The Community of Teachers’ primary charges are:

To assist the unit in developing and refining valid and reliable assessments that measure

candidate quality.

To review assessment data and make subsequent recommendations for curricular improvements.

To co-construct mutually beneficial clinical partnerships and experiences, per CAEP standard 2.1

and 2.3.

To determine and refine criteria for the recruitment, retention and professional development of

clinical faculty per CAEP standard 2.2

Teacher Education Committee (TEC):


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The Teacher Education Committee engages in curriculum development, selects students for the Teacher

Education Program, and provides a liaison between that program and the rest of the campus. Departments

involved in teacher preparation submit curricular proposals affecting teacher education to the Committee,

which reviews and refines them in light of institutional circumstances and certification requirements of

Kentucky’s Education Professional Standards Board. Proposals approved by the Committee are

forwarded to the Academic Program Council for consideration and action. The Committee, assisted by

representatives of programs with teacher preparation curricula, also screens students applying to Student

Teaching.

Composition of the Committee is designed to meet institutional needs and expectations of the Education

Professional Standards Board. Thirteen members make up the Committee: four members of the College

Faculty Assembly from programs with teacher education curricula (excluding the Education Studies

Program) to be elected by the College Faculty Assembly; the Chair of the Education Studies Program; a

second member of the Education Studies Program appointed by the Chair of the Education Studies

Program; the Dean of Curriculum and Student Learning; a school administrator selected by TEC; three

school teachers representing elementary, middle, and high school grades selected by TEC; a student of

elementary education; and a student of secondary education. When meeting to select teacher education

candidates, the Committee must invite attendance of appropriate representatives of those programs with

teacher education curricula which do not also have direct representation on the Teacher Education

Committee. Faculty members elected to the Teacher Education Committee serve three-year terms.

We have begun to include campus faculty in providing feedback on teacher candidate dispositions

demonstrated outside of teacher education courses. Beginning in the 2015/2016 academic year,

candidates must interview with members of the TEC as a requirement for admission to the TEP.

Data exist (or are expected to exist) for the time spans listed in the table below. For all assessments, a

single data cycle is one academic year. In the case where data are collected each semester, data are

aggregated across academic year to provide sufficient sample sizes.

Table 3: Assessment Cycles

Assessment First data cycle

Early Clinical Work

Observation Assessment 2017/2018

Observation Reflection 2017/2018

Application to Teacher Education Program

Why I want to Teach Essay 2015/2016

Resume 2015/2016

Interview 2015/2016

Faculty Recommendations 2015/2016

GPA 2010/2011

Praxis CASE 2014/2015

Professional Growth Plan I 2016/2017

Intermediate Clinical Work

Lesson Plan signature assignment *2014/2015

Observation Assessment 2017/2018



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Unit Plan 2016/2017

Philosophy Statement 2016/2017

Professional Growth Plan II 2016/2017

Faculty Recommendations 2016/2017

Resume 2016/2017

Exit from Student Teaching

Teacher Work Sample 2016/2017

Professional Growth Plan III 2016/2017

Updated Philosophy Statement 2016/2017

Updated Resume 2016/2017

* This assessment was put on hiatus until its full revision and will be implemented again in 2017/2018.

5.4 Measures of completer impact, including available outcome data on P-12 student growth,

are summarized, externally benchmarked, analyzed, shared widely, and acted upon in

decision-making related to programs, resource allocation, and future direction.

UNDEVELOPED

Per state law, Berea College does not have access to K-12 student performance data from standardized

tests. However, we do plan to design via case studies that would allow us to get a better picture of the

impact that our teacher candidates have on P-12 student growth. We will seek out benchmark institutions

to gauge what they are doing so that we can work to ensure higher program quality. Once we have the

results of this work, we will work with our stakeholders to develop a way to track, evaluate, and report the

impact candidates have on P-12 student academic achievement.

5.5 The provider assures that appropriate stakeholders, including alumni, employers,

practitioners, school and community partners, and others defined by the provider, are involved

in program evaluation, improvement, and identification of models of excellence.

IN DEVELOPMENT

As mentioned previously, the COT and the TEC are integral partners in the work that we do in curriculum

development, data review, and program improvement. The stakeholders involved in this process include

Arts and Sciences faculty, clinical faculty, administrators in the field, current students, and EDS faculty

members. The Stakeholder Work Flow functions as follows (see also Figure 1):

Stakeholders Review/Give Input on Current Curriculum and Assessments.

Data from Assessments are Analyzed by all Stakeholders

Stakeholders Review Data and Make Decisions about Program Improvement

The EDS program assesses all program goals, student learning outcomes, and relevant standards

embedded within EPP assessments as delineated by Table 1 (Table 2 makes the same information

accessible to teacher candidates). Data from each assessment is housed in the EDS Data Dashboard and

reviewed by EDS faculty, the Community of Teachers (COT), and the Teacher Education Committee

(TEC) to determine program revisions, innovations, and direction.


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Figure 1: Stakeholder Work Flow

Standard 1: Content and Pedagogical Knowledge

a) Assessments aligned with performance standards (SPA, KTS, InTASC, etc.

IN DEVELOPMENT

All assessments in the Quality Assurance System have been developed or adopted to align with all

relevant standards. Valid standards alignment is established on EPP developed assessments using a Q sort

and Lawshee methodology in collaboration with our Community of Teachers.

Because all of our assessment instruments are shared across all programs, additional instrumentation is

required to assess candidates' achievement in SPA standards. To address this, each program will

incorporate a rubric specific to their SPA standards to ensure candidates are sufficiently progressing in

their content area.

b) Monitoring/Assessing at appropriate progression levels as defined by InTASC

IN DEVELOPMENT

All assessments have been tagged with all relevant standards to include KTS, Charlotte Danielson’s

Framework for Teaching Standards, and InTASC Standards. Criteria for entry, progression and exit are

outlined in Table 1, and the Teacher Candidate Support Team Policy.

At the end of each academic year, the faculty from the Teacher Education Program and members of the

Community of Teachers will convene a multi-day retreat to assess the impact of the program on our

candidates and the K-12 students they serve. One of the agenda items of this retreat will be to examine

how our candidates perform against the SPA, InTASC and KTS standards. From this inquiry, actions for

Stakeholders Review/Give

Input on Current Curriculum and

Assessments

Data from Assessments are Analyzed by all Stakeholders

Stakeholders Review Data and Make Decisions about Program Improvement


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improvement will be implemented which could include changes to curriculum, clinical placements, or

policy for admission, progression and exit.

Standard 2: Clinical Partnerships and Practice

a) Process/Procedures are defined to demonstrate the co-construction of clinical experiences

IN DEVELOPMENT

The COT will collaborate with Education Studies and content area faculty to create and refine quality

clinical experiences. The COT will consider data from numerous assessments originating from

candidates, clinical faculty and supervising faculty. These assessments will include:

candidate observation from both supervising faculty and clinical faculty

candidate surveys on clinical experiences

clinical faculty surveys

Supervising faculty surveys

These assessments will be used to determine the quality of clinical placements as well as shape decisions

surrounding the improvement of placements and retention of clinical partners. The COT will consider

placement assessment data as well as input from its members in shaping professional development

opportunities aimed at providing high quality clinical placements for candidates.

The COT and Teacher Education faculty will identify appropriate experiences and expectations for

clinical experiences at each level of candidate progress in each program. This will ensure that candidates

encounter developmentally appropriate experiences, numerous methodologies (including technology

based) and a diversity of K-12 students. Through the progression of a program, placements will

progressively grow in duration, candidate responsibility and depth of K-12 student interaction.

Observation based assessments based on the Charlotte Danielson Framework will be conducted at regular

key points of a candidate’s progression. The COT will collaborate with the TEP to determine minimally

acceptable performance expectations at each of these points and shape policy on how low achieving

candidates are remediated and retained.

b) Identified expectations for entry, preparation, and exit DEVELOPED

All expectations for entry, preparation and exit are outlined in Table 1.

c) Process with multiple indicators (including technology-based applications) that establishes,

maintains, and refines criteria for clinical educators (selection, PD, evaluation, continuous

improvement, retention) DEVELOPED

The Community of Teachers, in collaboration with the Teacher Education Program faculty, determine

criteria for clinical educators which include:

For Cooperating Teachers, the criteria stipulated in 16 KAR 5:040.

For Mentor Teachers: must possess or demonstrate the following:

o A valid teaching certificate or license for each grade and subject taught

o State-required trainings


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o Effective classroom management techniques that promote an environment conducive to

learning;

o Best practices for the delivery of instruction;

o Mastery of the content knowledge or subject matter being taught;

o Aptitude and ability to contribute to the mentoring and development of a preservice

educator;

o Usage of multiple forms of assessment to inform instruction; and

o Creation of learning communities that value and build upon students’ diverse backgrounds.

Each year, the COT reviews the above criteria, candidate performance data, and surveys from candidates

and college supervisors to make recommendation for changes to improve quality clinical placements. The

EDS Data Dashboard will house all data on clinical placements, educators and sites as well as related

surveys from candidates and college faculty.

d) Experiences structured to include sufficient depth, breadth, diversity, coherence, and duration and

technology-enhanced learning opportunities. Experiences include multiple performance

assessments at key points to demonstrate candidate development that are associated with a

positive impact on P-12 learning and development. UNDEVELOPED

Experiences on campus and in the field are meant to provide teacher candidates with a variety of practices

that allow candidates to explore specific methods, strategies, and techniques. These experiences are

designed to build upon one another contiguously so that breadth and coherence are addressed in an

authentic and purposeful way. The diversity of experiences is reflected in geographical locations, grade

levels, and students with whom candidates work. One of the most diverse experiences takes place during

the internship course that occurs during the summer and in a location unfamiliar to the candidate. The

internship is an eight week experience and is designed for candidates to fully immerse themselves by both

living and working with the community they serve. In addition, we are in the beginning stages of adding

an Educational Technology course to all our certification programs so that teacher candidates explore the

use of technology in a consistent manner.

Per state law, Berea College does not have access to K-12 student performance data from standardized

tests. Considering this, we will conduct case studies of recent completers to allow us to track completer

impact of P-12 student growth. We will seek out benchmark institutions to gauge what they are doing so

that we can work to ensure higher program quality. Once we have the results of this work, we will work

with our stakeholders to develop a way to track, evaluate, and report the impact candidates have on P-12

student academic achievement.

Standard 3: Candidate Quality, Recruitment, and Selectivity

a) Identifies plans and goals to recruit and support high-quality candidates from a range of

backgrounds and diverse populations. IN DEVELOPMENT

Recruitment Off Campus Plan:

The EDS Program will work more closely with our admissions office to ensure that we are on track with

planning recruitment around admissions cycles and territories. We will also review the materials used by

the admissions office that are used to recruit prospective teacher candidates. We have gone through a


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review of video materials used to recruit and are now working on brochures. In addition, we will work

with marketing for the college to design specific recruitment materials that admissions can use specific to

demographic groups. Someone in the admissions office will be designated as a point person for

Education who can answer questions about teacher certification in the state of Kentucky as well as

reciprocity for licensure in other states.

On Campus Plan:

Students who are already admitted to Berea College go through an orientation in the fall for all incoming

freshmen to introduce them to teacher education on the Berea College campus. The orientation events are

held in the fall before students must go through the process of declaring a major. In addition, we plan to

begin sending Teacher Education ambassadors (juniors and seniors who are teacher candidates) to all of

the required freshmen writing classes. We will also post student-made Public Service Announcements

(PSAs) on our internal campus-wide TV Channel. Information tables in high traffic areas will be posted

with information at the beginning of each semester.

Building partnerships with content area faculty on campus with purpose and thoughtful action toward

recruiting high quality teachers will be a new focus. We are working with on-campus faculty to

review/refresh curricula while also reviewing specialty standards to create contracts that ensure the EDS

and the content areas are monitoring the content and pedagogical knowledge of all teacher candidates

particularly in P-12 and secondary programs.

Community Recruitment:

We will work with Future Educators of America (FEA) clubs at local schools in Madison County. We

will contribute teachers to our region and strengthen our commonwealth by allowing students to come to

our school, sit in our classes, meet with professors, and spend time with current students.

b) Identifies admission requirements (in compliance with EPSB regulations); gathers data to monitor

applicants and candidates (2.75 GPA for all; 3.0 GPA for cohort); group average performance on

CASE/GRE. IN DEVELOPMENT

Berea College identifies and makes public admission requirements that adhere to EPSB regulations. Data

relevant to admissions requirements are gathered and housed in the EDS Data Dashboard. Data from the

Dashboard are gathered in order to compute and report the information on admission requirements and

group average performance on the CASE. Data will be used beginning spring of 2017 to track cohorts of

candidates to ensure that each cohort meets the 3.0 required GPA.

c) Identifies and monitors attributes and dispositions beyond academic ability at admission and

during the program; ensures reliability and validity of measures for these attributes and

dispositions; reports data to show academic and non-academic factors which predict candidate

performance as a teacher. IN DEVELOPMENT

The EDS Program has a dispositions repository that delineates all dispositions measured at various points

in a teacher candidate’s progression through their certification program. These dispositions are derived

from the InTASC standards.

The EDS Program measures dispositions and at various stages of the program (Application to TEP,

Application to Student Teaching, and exit from the program):

Application to Teacher Education Program


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At Application to the TEP, dispositions are measured through an interview with the TEC and two faculty

recommendations. Those dispositions and all other materials are reviewed initially by two faculty

members who make a recommendation for admission. Once the recommendation is made, the TEC

reviews dispositions and all materials and can render one of four decisions:

1. Admission to the TEP;

2. Admission to the TEP with concerns;

3. Rejection to the TEP with the possibility of reapplication;

4. Rejection to the TEP without the possibility of reapplication based on serious dispositional

concerns.

In the case of outcomes 2, concerns about the candidate are forwarded to the candidate’s advisor. The

advisor then assembles a Teacher Candidate Support Team (TCST) to address these concerns (see Policy

on the TCST in Appendix B). Additionally, a Professional Growth Plan (PGP) Level I (see Tables 1 and

2) is created in conjunction with a faculty advisor. This plan allows candidates to identify areas for

improvement that must be made to become successful teachers. Candidates must declare areas of growth

from the four domains in Charlotte Danielson’s Framework for Teaching (2011)

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities


At Application to Student Teaching, dispositions are measured through two faculty recommendations and

a Professional Growth Plan Level II (see Tables 1 and 2). At this level, the PGP focuses on more concrete

delineations of professional practice in the classroom that are also based on Charlotte Danielson’s

Framework for Teaching (2011). In addition, the candidate must demonstrate that they have addressed the

Level I PGP goals successfully.

d) Criteria for program progression identified IN DEVELOPMENT

All criteria for program admission, progression and completion are delineated in Table 1.

e) Assessments demonstrate candidate ability to teach CCR standards IN DEVELOPMENT

All of the EPP-wide and course signature assessments in the EDS Program at Berea College are linked to

the InTASC standards which are directly correlated to the Kentucky Teacher college and career ready

standards. The EPP-wide and course signature assessments that are designed to ensure that candidates

can teach CCR standards as they relate to the InTASC standards include: 1) Contiguous lessons in the

Application to Student Teaching, 2) the Teacher Work Sample within the Exit Portfolio, 3) Student

Teaching Evaluation, and 4) Lesson and Unit Plans that are course signature assignments.


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f) Documentation of high standard for candidates’ content knowledge, pedagogical knowledge and

skills for positive impact on P-12 learning IN DEVELOPMENT

EDS candidates demonstrate a high standard for content knowledge, pedagogical knowledge and skills for

positive impact on P-12 learning in several ways. Candidates must demonstrate content knowledge and

pedagogical knowledge by developing lesson and unit planning in various required courses. Additionally,

passing the appropriate Praxis content area exams is required for demonstrating content knowledge in

respective content areas. Finally, candidates are required to provide evidence of positive impact in P-12

contexts in post-instructional assessment data analysis and results in various teaching opportunities during

required methods courses and student teaching. The student teaching experience includes the

development and implementation of a Teacher Work Sample (TWS), which demonstrates positive impact

for P-12 learners over a minimum time period of two weeks. Should data analysis of student work in the

TWS demonstrate a lesson than positive impact candidates must reteach and reanalyze student work until

positive impact is demonstrated. All EDS assessment rubrics align with InTASC and the Charlotte

Danielson framework.

g) Ensures candidate understanding of profession, code of ethics and professional standards,

relevant laws and policies. UNDEVELOPED

The EDS Program plans to include curriculum and assessment of candidate understanding of the teaching

profession, ethical conduct within the teaching profession along with professional standards as well as

relevant laws and policies surrounding the teaching practice. At the Elementary, Middle Grades and

Secondary levels, this standard will be addressed in Methods I, II, and III courses for each respective

program.

Standard 4: Program Impact

a) Plan for/Evidence collected that demonstrates impact on P-12 student learning: includes

multiple measures IN DEVELOPMENT

The EDS Program demonstrates evidence of P-12 student learning impact via case studies that will be

conducted with recent completers. The COT will collaborate with EDS faculty to design these case

studies, identify completers to participate, analyze and report results, and refine methodology based on

initial findings. In addition, we will be conducting P-12 student surveys to gather some of this evidence.

(We will follow an IRB process to accomplish this)

b) Identified indicators of teaching effectiveness: includes observation instruments

UNDEVELOPED

The EDS Program will request that completers submit their K-TIP evaluations.

c) Identified evidence of Satisfaction: includes methods for obtaining student feedback,

completer feedback, and employer feedback IN DEVELOPMENT

The following instruments will be used to assess evidence of satisfaction in recent completer

progression:


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1. Completer satisfaction survey, measuring how well EDS prepared the completer for their first

year of teaching.

2. Employer satisfaction survey, measuring the same.

3. Completer case studies, including:

P-12 student voice surveys on the completer and how they affect the P-12 student’s growth.

Evidence of student growth, gathered by the completer.


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Appendix A: Education Studies Program Goals and Learning Outcomes

Learning Goal 1: Effective teacher candidates have high expectations for all learners and implement

developmentally appropriate, challenging learning experiences by differentiating instruction to meet

student needs.

Learning Outcome 1.1: Teacher candidates demonstrate professional knowledge of human

development (i.e. cognitive, linguistic, social, emotional, and physical development) to

understand how learning occurs and implement appropriate instructional practices.

Learning Outcome 1.2: Teacher candidates demonstrate in planning and implementation that

learners are individuals who bring differing personal and family backgrounds, skills, abilities,

perspectives, talents and interests.

Learning Goal 2: Effective teacher candidates have a deep and flexible understanding of their content

areas and are able to draw upon content knowledge as they work with learners to access information,

apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the

content.

Learning Outcome 2.1: Teacher candidates demonstrate the ability to make content knowledge

accessible to learners by using multiple instructional strategies and techniques including cross-

disciplinary skills (e.g., content area literacy) and varied means of communication (e.g., reading,

writing, speaking and listening).

Learning Outcome 2.2: Teacher candidates demonstrate the ability to make content knowledge

relevant (democratic practices and multiple perspectives) to learners by connecting it to local,

state, national, and global issues.

Learning Goal 3: Effective teacher candidates understand how to integrate planning, instructional

strategies, and assessment to address diverse ways of learning, as well as incorporate new technologies to

individualize instruction

Learning Outcome 3.1: Effective teacher candidates demonstrate the ability to plan, implement

and modify instruction, which includes creating and implementing a range of formative and

summative assessments.

Learning Outcome 3.2: Effective teacher candidates demonstrate the ability to interpret

assessment data to provide immediate feedback for student learning, modify instruction, and

differentiate instruction accordingly.

Learning Outcome 3.3: Effective teacher candidates have a working knowledge of existing and

emerging technologies which are incorporated in instruction for student use to support learning.

Learning Goal 4. Effective teacher candidates engage in a cycle of continuous self-improvement through

meaningful and intensive professional learning and self-renewal by regularly examining practice.

Learning Outcome 4.1: Effective teacher candidates are reflective practitioners (e.g. reading

professional literature, collaborating with colleagues, self-study, and developing new skills) who

also use and engage in meaningful research on educational issues and policies.


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Learning Goal 5: Effective teacher candidates demonstrate leadership by modeling ethical behavior,

contributing to positive changes in practice and advancing their profession.

Learning Outcome 5.1: Effective teacher candidates demonstrate a deep knowledge of ethical

behavior (Kentucky Code of Ethics) as an education professional and model responsible

professional behaviors (e.g. honoring commitments, working with integrity, timely and effective

communication).

Learning Outcome 5.2: Effective teacher candidates are stewards of their profession by sharing

their experience, knowledge and research and demonstrating leadership through participation in

governance and advocacy.

Adapted from InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0 Developed by Council of Chief State School

Officer’s Interstate Teacher Assessment and Support Consortium (InTASC), April 2013. Revised for used by Berea College Education Studies

Program December 1, 2016.


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Appendix B: Teacher Candidate Support Policy

Teaching is a demanding profession. It requires a complex set of skills, knowledge, and dispositions.

People come to the profession from all walks of life. While many people have the desire to become a

teacher, some are ready before others. Given this, it is important for us to have a process in place that

helps support candidates who are ready to go into the teaching field as well as those who may need to

choose another path. This may mean delaying certification until after completing a bachelors program or

perhaps choosing another path entirely. Our role as EDS faculty is not to determine this for candidates,

but to ensure that we have a process in place that is fair and supportive.

Process

There will be a Teacher Candidate Support Team (TCST) assembled to address and follow-through on all

issues, whether they are initiated by an instructor, student, or advisor. The process outlined below should

be utilized of an issue is initiated. Should a student wish to initiate a concern/issue, they must first notify

an instructor, advisor, and/or EDS Program Chair.

1. Issue of concern is identified in the EDS Data Dashboard (a candidate may request that this be

initiated).

A. An email will be sent to all members of the TCST

1. Program Chair

2. Advisor

3. Instructor

4. Major advisor

2. TCST must meet within three business days to discuss the issue that was documented in the

dashboard.

3. The individual responsible for submitting the issue to the dashboard, is also the individual

responsible for tracking the concern to include documenting meetings, action items, and closing

the case.

If the TCST identifies an issue that requires an action plan in order for the student to be successful in the

Teacher Education Program (TEP) the professional growth plan (PGP) will be revised to reflect the issue

at hand. This will involve laying out strategies for how the PGP will address the concern and how

success will be evidenced. This portion of the PGP will be reported directly to the TCST. This revision

must be reflected in the PGP within two weeks. The TCST will meet within two weeks to review the

revised PGP. The PGP will be reviewed every semester at a minimum by the TCST until the student

progresses on the PGP, completes the PGP, or wishes to no longer proceed with teacher certification.

Berea College Quality Assurance System Report Fall 2016

Documents

Transcript of Berea College Quality Assurance System Report Fall 2016